Context: Eighth grade students meet 4 days per week per trimester in the library/ Fourth graders 1 time per week for 8 weeks library/enrichment
Community: Narragansett Elementary and Middle schools. Suburban community. PURPOSE: Enhance Academic Skills : Promote Digital Literacy, Collaboration, Critical Thinking, Research Skills, Personal Expression, Digital skills, Project assessment
(Learning Objectives) Students will analyze and deconstruct the realistic elements of on-line fiction in order to generate a research project based on the details of the story. Extension: Students will be encouraged to create a fictional piece of writing based on their research and the on line fiction.
Standards: AASL Standard 1.1, 1.13,1.14,1.15,1.23, 2.11., 2.1.2, 2.13, 2.2, 2.3,2.4, 3.1 Common Core,
Use your purpose, content, and pedagogical strategies to inform the design of your
TASK/ACTIVITY (includes compelling question and possible scenario): Activity will take multiple lessons, building upon one another.
What do authors need to know in order to write a story? What type of research does an author need to conduct in order to add realistic elements to his/her story? How will the research differ if the story is written in traditional format or created on-line? What does an on-line author have to consider when creating his/her final product?
Extension: Think about story elements such as setting or plot. How can research help with the creation of a story?
Once the essential questions have been discussed in student dyads (Turn and talk), whole class discussion will ensue. Students will then watch/read episode 1 of Inanimate Alice. Students dyads will list all the elements of the e-book that they might want to research. For example:
Where did the story take place? What do I need to know about this location? How does this knowledge change the story experience?
Can students use realistic fiction to spark research inquiry
What kind of house is Alice living in?
CONTENT Library Media Center
Topics:
Texts: Inanimate Alice website, search engines, databases, websites, Google maps, note taking graphic organizer or Mindmeister
PEDAGOGY
Instructional Strategies: Questioning strategies, dyads, turn and talk, Hook/Engagement Intimate Alice, whole class discussion, analyze, research, create, evaluate.
Brien Jennings
http://prezi.com/acbd-9kwhbxw/?utm_campaign=share&utm_medium=copy
http://storify.com/JTongs/inanimate
Drafting Your Digital Literacy Instructional Plan
OUR NAMES: Brien Jennings
Joan Eldredge-Mouradjian
Learners: Eighth grade research/digital literacy class/Fourth Grade enrichment
Self: Dyad 11
Context: Eighth grade students meet 4 days per week per trimester in the library/ Fourth graders 1 time per week for 8 weeks library/enrichment
Community: Narragansett Elementary and Middle schools. Suburban community.
PURPOSE: Enhance Academic Skills :
Promote Digital Literacy, Collaboration, Critical Thinking, Research Skills, Personal Expression, Digital skills, Project assessment
(Learning Objectives) Students will analyze and deconstruct the realistic elements of on-line fiction in order to generate a research project based on the details of the story.
Extension: Students will be encouraged to create a fictional piece of writing based on their research and the on line fiction.
Standards: AASL Standard 1.1, 1.13,1.14,1.15,1.23, 2.11., 2.1.2, 2.13, 2.2, 2.3,2.4, 3.1
Common Core,
Use your purpose, content, and pedagogical strategies to inform the design of your
TASK/ACTIVITY (includes compelling question and possible scenario): Activity will take multiple lessons, building upon one another.
What do authors need to know in order to write a story? What type of research does an author need to conduct in order to add realistic elements to his/her story? How will the research differ if the story is written in traditional format or created on-line? What does an on-line author have to consider when creating his/her final product?
Extension: Think about story elements such as setting or plot. How can research help with the creation of a story?
Once the essential questions have been discussed in student dyads (Turn and talk), whole class discussion will ensue. Students will then watch/read episode 1 of Inanimate Alice. Students dyads will list all the elements of the e-book that they might want to research. For example:
CONTENT Library Media Center
Topics:
Texts: Inanimate Alice website, search engines, databases, websites, Google maps, note taking graphic organizer or Mindmeister
PEDAGOGY
Instructional Strategies: Questioning strategies, dyads, turn and talk, Hook/Engagement Intimate Alice, whole class discussion, analyze, research, create, evaluate.
Tools: Laptops/Notebooks, graphic organizers/Mindmeister, Storify
ASSESSMENT
Work Products
How Measure?
CHECKLIST FOR QUALITY